The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers

Jostein Sandven og Finn Hjardemaal som er blant medforfattere i denne artikkelen arbeider ved Høgskolen i Sørøst-Norge, Institutt for estetiske fag.
 
The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers
Heli Kallio1, Kalle Virta1, Manne Kallio2, Arja Virta1, Finn Rudolf Hjardemaal3 & Jostein Sandven3
Abstract
The purpose of the present study is to explore the utility of the compressed version of the Metacognitive
Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers’ awareness of
metacognition is required to support students’ self-regulation, with the aim of establishing modern learning
methods and life-long learning. The participants in this study were teachers (N = 208) from different sectors of
vocational education. The data has been analysed using structural equation modelling. The Confirmatory Factor
Analysis indicated good/acceptable model fit and convergence of each factor. Moreover, alpha scores of the
inventory signify that the inventory is internally consistent. These findings reveal the utility of the MAIT-18 in
measuring the Metacognitive Awareness of in-service teachers. Now, that the utility of the inventory has been
examined among in-service teachers, comparative studies between in-service teachers and teacher trainees as
well as longitudinal studies are prospective.
Keywords: Confirmatory Factor Analysis, in-service teachers, Metacognitive Awareness, the MAIT, vocational
education


Du finner hele artikkelen her:
https://files.eric.ed.gov/fulltext/EJ1145258.pdf


Journal of Education and Learning; Vol. 6, No. 4; 2017
ISSN 1927-5250 E-ISSN 1927-5269
Published by Canadian Center of Science and Education


The Utility of the Metacognitive Awareness Inventory for Teachers
among In-Service Teachers
Heli Kallio1, Kalle Virta1, Manne Kallio2, Arja Virta1, Finn Rudolf Hjardemaal3 & Jostein Sandven3
1 Faculty of Education, University of Turku, Rauma, Finland
2 Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
3 University of South-East, Norway
Correspondence: Heli Kallio, Faculty of Education, University of Turku, Seminaarinakatu 1, 26100, Rauma,
Finland. E-mail: heli.kallio@utu.fi
Received: April 2, 2017
Accepted: April 30, 2017
Online Published: June 5, 2017
doi:10.5539/jel.v6n4p78
URL: http://doi.org/10.5539/jel.v6n4p78



Studier ved Institutt for estetiske fag: https://www.usn.no/studier/finn-studier/kunst-design-og-musikk/

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